TOPIC: My world: Home, School, and Community What is special about my community? Date: May 28, 2014
Subject: Grade 1 Social Studies
LESSON Objectives: What will you be teaching?
Assessment: (Traditional/Authentic?) How will you know they’ve
(Is it worth knowing? Is it essential Info?)
1.1.5 distinguish geographic features in their own community from other communities by exploring and reflecting upon the following questions for inquiry:
Quality of photos taken (rubric) Ability to share the cameras fairly PIcture checklist
• What are some familiar landmarks and places in my community? (CC, TCC) • Why are these landmarks and places significant features of the community? (CC, I, TCC) • What are some differences between rural and urban communities? (CC, LPP) • Where is my community on a map or on a globe? (LPP) F.3 Students will demonstrate a moral and ethical approach to the use of technology. Specific Outcomes: 1.1 demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies. 1.2 work collaboratively to share limited resources 1.3 demonstrate appropriate care of technology equipment 1.5 use appropriate communication etiquette.
Time 2 min
Teaching Points Anticipatory Set / The Hook: How will you gain and maintain student attention? Consider N2aME. Content Chunks: How will you divide and teach the content to engage student brains?
Show students a blurry picture of a landmark in the community and have students guess what the picture is of. Show them a clear picture of the same landmark, sidebyside with the blurry image. What can we do to make sure we get good pictures of familiar landmarks when we go on our field study into the community next week?
Lesson Segment 1: Chunk no more than 7 things Activity: Chew – allows your brain to digest the info (Modeling) Show picture on smartboard of parts of the camera: How to hold the camera where the strap is
how to turn it on/off where the viewfinder is where the lens is button to press to take the picture how to view picture CFU: have students match words to parts of the picture on a printed diagram with teacher guidance.
Lesson Segment 2: Chunk no more than 7 things Activity: Chew – allows your brain to digest the info Show pictures on the smartboard of common errors when using cameras: How to hold a camera with both hands don’t touch the lens/don’t put your finger in front of the lens using viewfinder on back hold the camera straight Distance have the subject not too close, not too far Frame use the viewfinder to help center the subject so it fits within the frame of the shot Safety making sure you are in a safe environment (ie avoiding traffic, other people, etc) using strap to protect camera from being dropped Lighting looking into the light vs. backlighting. CFU: Have students take pictures of their partners using a checklist to evaluate the quality of their photos. (guided practice)
Lesson Segment 3: Chunk no more than 7 things Activity: Chew – allows your brain to digest the info (independent practice/peer teaching) Send students out into the playground in pairs to take photos on a scavenger hunt for 3 photos each. 1 person (each) 1 plant (each) 1 building (each) Clarify rules: alternate who takes pictures, etc.
CLOSURE: How will you review material to ensure learning has occurred? Consider N2aME. Have each student choose the BEST photo they took (not their favourite!) to show the teacher and have them tell the teacher what makes the photo a good photo.
References: (text or electronic & Which of the 20 BrainCompatible Strategies will you use to deliver your content?)
Madeline Hunter Lesson design elements
Brain compatible strategies visuals technology movement games (scavenger hunt)
smart board cameras